Food is a great vehicle for sharing culture with people from different backgrounds.
Non-formal and informal learning
The winner of our Photo Competition is announced and we summarise the excellent entries we received!
Turning community lifelong learning centres into one-stop shops with the help of multidisciplinary teams
Harnessing the potential of community outreach
Summary of an Erasmus+ study visit to Bergen, Norway, drawing librarians together to discuss and swap ideas about putting inclusiveness in public libraries in to practice
At the end of the summer of 2019, the DIAL project comes to an end presenting not only the expected but also fruitful results with added value. The team has developed an active and demanded teaching platform, has organized pilot tests and actual trainings with the main target groups of the project. Furthermore, the project’s leading partner follows the example and makes first steps towards Senior University in Latvia.
After the borders of the European Union opened, Lithuania has been seeing an increase in the number of black people arriving in Lithuania. It is no surprise in most of the major cities, especially, in Vilnius. However, the residents of remote smaller towns of Lithuania still find it unusual: they glare at such people and are not keen to accept them into their rural communities.
In 2019, the US Academy of Motion Picture Arts and Sciences (AMPAS) announced the nominees for the 91st Academy Awards. Based on the data of the news agency AP, the Oscar Awards ceremony was watched by 29.6 million TV viewers.
Learning happens continuously – also when we least expect it. Informal learning through daily tasks is an essential part of the modern working life. But the extent of it depends on what you work with.
Are you a keen photographer? Why not take part in World Photo Day and help support the art of photography and contribute to raising funds for good causes! Got any photographs that show an impact on adult learning? Take part in our Star Supporter Photo Competition and be in with the chance of winning a prize worth £100!
Kurs je namenjen svakoj osobi koja želi da se osposobi za upravljanje različitim mašinama koje se koriste u mnogim granama industrije.
Turkey Işbank, founded in 1924 by Mustafa Kemal Ataturk, transformed its historic building in Ulus into a museum. The museum was named “Economic Independence Museum of Turkey Işbank” within the framework of the vision of Atatürk, that military victories can only be sustained by economic victories.
The architect of the building, built in 1929, is Giulio Mongeri. The magnificent historic building which is among the landmarks of Ankara has been transformed into a modern museum. The museum opened on 2 May 2019.
As well as being a social event, the visit of museums allows “outdoor" learning through practical experiences for both children and adults. According to Griffin and Symington (1998), visitors can learn in museums through:
(a) taking responsibility for learning,
(b) active involvement in learning,
(c) purposeful manipulating of objects,
(d) making links between exhibits and ideas,
(e) sharing learning with peers and experts,
(f) showing confidence in learning by asking questions and explaining to peers, and
The UK Coaching Team are holding workshops that enable teachers and trainers to deliver engaging sports sessions for adults across the UK. The sessions incorporate the highly effective ‘C’ system of coaching and learners are able to take away a resource at the end of the workshop.
‘Toedeledokie’, ‘je moet verder kijken dan je neus lang is’, en ‘ik heb er geen kaas van gegeten’, zomaar wat uitdrukkingen die langskomen in het gesprek met de Syrische Mohamad Hammoud (27, gevlucht uit Syrië).
Een tweede taal leer je niet alleen in het klaslokaal. De NT2-docent is voor cursisten een belangrijke schakel en vaak het eerste contact met de Nederlandse samenleving. Een andere belangrijke schakel is de taalcoach. Hoe kun je als NT2-docent de samenwerking met taalcoaches aangaan en/of verbeteren?
People's participation in the metropolitan project, even when it is sought by communities, is made difficult by a lack of metropolitan culture. However the existence of a metropolitan citizenship is both a political and an important societal issue.
On 3 and 4 June 2019, Miryam de Hoo and Riet Thijssen visited the NA Erasmus + of Estonia in Tallinn for a jobshadowing. Miryam and Riet are both consultants of the National Agency (NA) Erasmus + Education & Training Netherlands and work within the adult education sector.
EPALE UK are pleased to announce that the winner of our first ever Star Supporter Photo Competition is […]! Read on to learn more about the different entries, how they all demonstrate an impact on adult learning and to view a video slideshow of the entries.
Communication has great significance in human life. Every day people communicate, share relevant information and convey their thoughts. Various communication methods can change human emotions, thoughts and even behaviour. In pursuit of successful social inclusion of people with mental disabilities the Jonava people with disabilities activity center together with partners from Iceland and Hungary is implementing the Erasmus+ international project “Communication is the path to integration“.
Kaleidsocope training for migrant women was piloted in 2018-2019 in Finland, France, Italy and the UK. The particiapting women came from almost 30 different countries and more than half of them had a higher educational degree.
The results overall were very positive. In a nutsheel we found out that:
1 – The material was useful and empowering
2 – The material helps women during their first steps towards entrepreneurship and to understand their potential
3 – Women liked to share experiences and discuss
4 – These is a need of such courses in the society
A small team is the most important unit in working life. One needs many kinds of skills when working with different colleagues towards a common goal. Communications must be smooth. Everyone must be able to manage their own performance and some must also manage others. What kinds of skills are needed in this and how can one develop them?
This Law regulates the activity, governance, management, financing, supervision and other issues related to open civic universities for lifelong learning.
In the context of the support to the setting up of a national system for Validation of non-formal and informal learning in North Macedonia, as a top priority of the political agenda for adult education in the period 2016 -2020, our Center supported the development of the document: “VNFIL in E
UNESCO’s education programmes help improve lives across the globe.
Since its origins, UNESCO has advocated for expanded opportunities for women’s and girls’ education. The Education 2030 Agenda adds new impetus to ensure that both get equal opportunities, in formal and non-formal education.
Often, the concept and activities of Popular Education is considered as "French idea". Nevertheless, some researchers have wrote on it, trying to distinguish what is Non formal education or Adult education in comparison with Popular education.
This dossier shows different experiences from Finland, Italy, UK, Spain, Greece, France,.... The is a concordance of ideas, concepts and activities. Probably, the most important caracteristic is the idea of social transformation.
Knowledge in science have been treated as „serious“ and solid knowledge allowing to comprehend the basics and laws of natural world of physics, chemistry and biology and opening venues to prestigious professions in medicine or engineering.
Employment Challenges and Training Needs of Unemployed and Underemployed Higher Education Graduates in Europe (Findings from the Reboot Project). The publication is available in English with executive summaries in Finnish, French, and Greek on pages 9-17.
The project website: http://reboot-project.eu
It is a multilingual Learning Management System developed with the aim to equip learners with knowledge, abilities and skills that allow them to enter the entrepreneurial world, via Industry 4.0 and Drone Technology, in order to yield the related opportunities. It includes a course, trainer guidelines, evaluation tools and e-learning platform.
UIL has played an important role in the international Recognition, Validation and Accreditation of Non-formal and Informal Learning (RVA) agenda since 2004, when UNESCO’s General Conference entrusted UIL with conducting and dissemi-nating research and practice on RVA, on an international scale.
The overall purpose of the UIL RVA programme is to promote a society offering lifelong learning for all by emphasising the importance of both formal and non-formal learning in achieving Education for All goals, and building bridges between formal, non-formal and informal learning.
The Non-Formal Learning Handbook for Volunteers and Volunteering Organisations is an outcome of the project Volunteers at the Interface between Formal and Non-Formal Education. The main aims of this Erasmus+ Key Action 2 project have been to create synergies between formal and non-formal education, promote the use of non-formal, participatory learning methods in formal educational settings and thereby address the learning needs of children and youth, in particular young people at risk.
As part of our thematic focus on citizenship education, we want to hear from you – the EPALE community – about any good practice examples and successful projects related to citizenship education for adults.
Valorize NFIL Across Europe is an Erasmus plus KA2 Adult started in 2018.
Council Recommendation of 20th December 2012 on the validation of non-formal and informal learning (NFIL) started an European common process the involved quite all UE countries.
Many researches put in evidence that this process shows 2 problems:
Everyone learns outside formal institutions, but the needs to validate non-formal and informal learning might be different for a migrant wanting to start working, a person that dropped out of school that wants to resume education or an employee that wants to improve its career prospects. Do we need different systems for each of those users? Can we just have one system that meets all their needs?
Do we actually learn more by formalising learning? There is a tendency to formalise learning. The most prominent development is the establishment of Qualifications Frameworks and Accreditation of Prior Learning systems. Both initiatives are based on the assumption that learning can be described in terms of learning outcomes.
Thinking in terms of learning outcomes is not a bad thing. As a proxy, it clarifies what people learn; it focuses the development of learning programmes; it allows recognition of prior learning against agreed standards.